Article
Navigating
User Feedback Channels to Chart an Evidence Based
Course for Library Redesign
T. Derek Halling
Onsite Services Librarian
Texas A&M University Medical
Sciences Library
College Station, Texas, United States
of America
Email: dhalling@library.tamu.edu
Esther Carrigan
Associate Dean and Director
Texas A&M University Medical
Sciences Library
College Station, Texas, United States
of America
Email: ecarrigan@library.tamu.edu
Received: 19 Sept. 2011 Accepted:
23 Jan. 2012
2012 Halling
and Carrigan. This is an Open Access article
distributed under the terms of the Creative Commons-Attribution-Noncommercial-Share Alike License 2.5 Canada (http://creativecommons.org/licenses/by-nc-sa/2.5/ca/),
which permits unrestricted use, distribution, and reproduction in any medium,
provided the original work is properly attributed, not used for commercial
purposes, and, if transformed, the resulting work is redistributed under the
same or similar license to this one.
Abstract
Objectives –
The objective of this project was to redesign library spaces based on the
user feedback obtained from a broad complement of feedback channels. The
over-arching goal of this project was to develop an evidence based approach to
the redesign of library spaces.
Methods –
Data from user-initiated and library-initiated feedback channels were collected
and analyzed to determine priorities for library space
changes. Online/onsite suggestions, a library onsite census survey, the LibQUAL+® survey, a whiteboard, ballot voting, and text
voting were all used to gather input. A student advisory group was used as
a sounding board for planned space changes before a final decision was made.
Results –
Data produced by different feedback channels varied both in the number of
suggestions generated as well as the changes requested. Composite data
from all feedback channels resulted in a total of 687 suggestions identifying
17 different types of space changes. An onsite whiteboard, the LibQUAL+® survey, and library census proved the most
prolific in producing suggestions.
Conclusion –
Priorities for space changes were best determined through a composite of
suggestions received from all feedback channels. The number of suggestions
and requests received that were initiated by users was so small that it had to
be supplemented with library-initiated feedback requests. The use of
multiple feedback channels enhanced the number, variety, and scope of the
suggestions that were received. Similar requests received through multiple
feedback channels emphasized their importance to users. Focused follow-up
feedback channels were effective in clarifying user suggestions for specific
changes.
Introduction
The Texas A&M University and Texas A&M Health Sciences
Center (United States) have an enrollment of over 50,000 students. The Medical Sciences Library (MSL) at
Texas A&M University is charged with serving several diverse user groups
within both of these institutions, including the Colleges of Agriculture and
Life Sciences, Medicine, Nursing, Pharmacy, Veterinary Medicine, and Biomedical
Sciences, and the School of Rural Public Health. As the number of visitors to the
library continues to rise each year, MSL has begun to redesign and renovate
library spaces in response to demands. As electronic resources replace print
collections, the collection-centric model of libraries is being replaced by the
user-centred, user-experience model. In an effort to
make certain that renovation funds are used most effectively and that
redesigned spaces really work for library users, MSL has been expanding its
sources for user feedback and input into making space renovation decisions.
Organizational
Readiness
At its essence, the ability to accept
and act upon user feedback is a change-management challenge for the library
organization. It requires moving library staff along a continuum which
progresses from the vision of the academic library as a collections warehouse
to a vision of the academic library as a composite of services (virtual and
onsite) and a physical space that is an integral part of the campus learning
environment.
Several steps were taken at MSL to
begin this effort. Comments from LibQUAL+® surveys
prior to 2010 made clear the importance of the library as a place for
undergraduate, graduate, and professional students. In an effort to provide the
ongoing focus and accountability necessary to consistently respond to user
feedback and implement change, an Onsite Services Librarian position was
created. This was a new position with primary responsibility for the total user
experience in the library, which encompasses all physical spaces (user and collection spaces) and all services delivered. By
position definition, the Onsite Services Librarian was uniquely positioned to
play a leadership role in library space redesign and to lead change efforts on
a daily basis.
To assist the Onsite Services
Librarian, and to build consensus around the issue of space, the technique of
scenario planning was used to involve all library staff in imagining what MSL
would look like in 2015 (Giesecke, 1998). Library
staff participated in a brainstorming session to identify the key forces in the
environment of the library and its users which would be strong determinants of
what MSL would be in 2015.
Finally,
as one of the key elements in the decision-making process concerning library
redesign, the Onsite Services Librarian created an MSL Student Advisory Council
that consisted of student leaders from each of the primary user groups. The
chief hope for the MSL Student Advisory Council was to channel student energy
and promote their engagement in creating the future of library spaces.
Literature Review
Numerous articles, book chapters, and books have
explored library space planning in general and recent changes in the concept of
the library as a physical place (Bennett, 2003; Connor, 2008; Council on
Library and Information Resources, 2005; Ludwig, 2010; Ludwig & Starr,
2005; Stewart, 2010). While there is no uniform vision for the future of the
library, most of the authors fundamentally agree on several concepts that are
illustrated in current design trends, although their works vary in emphasis of
these concepts. All recognize that this is a time of great transition in
libraries and that developments in information technology have been a major
catalyst in this transition. There is growing recognition that libraries are an
integral part of campus learning spaces (Bennett, 2003; Council on Library and
Information Resources, 2005). This leads to an acknowledgement that there
continues to be a need for variety in library spaces to provide collaborative
spaces, to meet the social dimensions of learning and of active learning, and
to provide spaces for quiet study and contemplation (Ludwig, 2010; Ludwig &
Starr, 2005). These works approached the subject from a trends perspective,
with little mention of user input into space decisions and no mention of the
use of multiple feedback channels.
Another segment of the literature has focused on
user-driven library design, with data collected chiefly through the use of
surveys (Antell & Engel, 2006; Vaska, Chan, & Powelson,
2009; Walton, 2006). Vaska et al. (2009) and Walton
(2006) collected feedback with a single user survey. Hobbs and Klare (2010) reported the use of ethnographic techniques to
gather student input into library space decisions. The research focus of the
Hobbs study was student behaviour and use of campus spaces.
The question at hand was the effect that having
multiple feedback channels had on the results received. Much has been written
on the subject of changing library spaces and soliciting user feedback or
gathering use data to guide decisions. Several studies involved the use of
multiple inputs in general space planning and redesign efforts. Hiller (2001)
focused primarily on the use of LibQUAL+®
survey data to guide library decisions concerning services, collections, and
the library as place. He touched upon the use of additional locally based,
large-scale surveys, but did not provide specific results or impacts of the
multiple inputs. This confirmed the potential value of the LibQUAL+®
survey data in making space decisions. Waxman, Clemons, Banning, and McKelfresh (2007) reported the use of questionnaires and
field notes to document student behaviour and
preferences for relaxation spaces to outline the specifications for the design
of coffee shops within the library. Although limited to space planning for an
information commons, Cataldo, Freund, Ochoa, and Salcedo (2007) described the use of external site visits,
surveys, focus groups, and interviews. The reports of both Waxman et al. (2007)
and Cataldo et al. (2007) reinforced the local
supposition that multiple data sources would enrich the results. Dotson and Garris (2008) documented the use of multiple data inputs of
library-generated statistics from observational studies on the use of library
computers, group tables, individual study desks, carrels, and stacks. This
study design underscored the complexity of user preferences for differing
spaces. Moffat and Anderson (2009) provided a brief report on the use of
multiple user surveys, student focus groups, and post-implementation surveys in
determining library services and spaces. Although none of these provided data
or an analysis of the impact or effectiveness of using multiple inputs, they also
did not dismiss multiple user inputs as redundant or meaningless. Since it was
clear that there was little research in the library literature that analyzed
the impact of multiple feedback channels in space planning, the project was
begun with the intent to fill that gap.
Methods
Several
different methods were used at MSL to capture input from users concerning
library spaces. These methods can be grouped into two categories based on
whether the data collected is user-initiated or library-initiated. Table 1
presents the data collection methods used during 2009 and 2010 to gather
feedback concerning library space and the corresponding results.
Table 1
Feedback
Channels
|
Feedback Channels |
Responses Received |
Responses with User Comments |
Comments Regarding Library Space |
Length of Time of Data
Collection |
User-initiated |
Online/OnSite
Suggestions |
36 |
36 |
34 |
12 Months |
Library-initiated |
Census |
427 |
247 |
189 |
1 day |
LibQUAL+® |
714 |
368 |
133 |
6 weeks |
|
Whiteboard |
209 |
209 |
209 |
3 weeks |
|
Ballot Voting |
115 |
115 |
115 |
3 weeks |
|
Text Voting |
7 |
7 |
7 |
3 months |
Suggestions
Received Online and Onsite
At MSL,
examples of usually available user-initiated tools included an onsite
suggestion box, online links for user comments, and an email address
specifically created for user interaction. These feedback channels are all
available to users whenever they are ready to provide feedback to MSL. Most
submissions through the onsite suggestion box are often focused on improvements
to the library, while comments received online through the website links and
via email tend to be more open-ended communications. None of these is
specifically focused on feedback for library spaces. Occasionally, MSL receives
spontaneously organized and orchestrated feedback campaigns from a user group
on a subject of particular interest to them, for example, the closing of a
coffee shop.
Library
Census
A library
census, conducted every five years, is a library-initiated tool that consists
of a series of questions given to every user who enters the MSL on a single
day. The focus is on collecting demographic data from the user, with additional
questions aimed at identifying why the user has come to the library on that
visit and what services they used. The most recent census was conducted on 13
April 2010.
LibQUAL+® Survey
Created
in 2000, the LibQUAL+® survey is a user-centred tool that libraries use to solicit, track, and
understand users’ opinions and insights about service needs and expectations.
This Web-based survey asks users to provide the minimal, optimal, and perceived
ratings for library resources and services in three main facets: customer
service (customer treatment, job knowledge of staff); information resources,
their delivery, and accessibility; and the library as a place of study and
learning (study environment, group and individual study needs) (Association of
Research Libraries, Statistics and Assessment Program, 2010). The LibQUAL+® survey has been used annually by the Texas A&M University Library since 2000. Comments pertaining
to the MSL that were extracted from the general university library’s LibQUAL+® survey and results from a 2009 pilot LibQUAL+® survey (limited to the colleges in the Health
Science Center) indicated the growing importance of the library as a place of
study. The usefulness of these comments led to the decision to conduct the 2010
LibQUAL+® survey to target all MSL user populations.
An MSL LibQUAL+® survey was administered and
available online from 16 February 2010 until 31 March 2010. Survey invitations
were sent to all students and faculty in the College of Veterinary Medicine and
Biomedical Science and to all units within
the Texas A&M Health Science Center.
Since the College of Agriculture and Life Sciences had been included for 10
years in the general university library LibQUAL+®
survey, the decision was made to continue the established format for conducting
the survey, following their method of using only a random sampling survey invitation for undergraduate and graduate students,
but including all faculty of the
college.
Follow-up
and Focused Voting Methods
Whiteboard
voting, ballot voting, and text voting were all used during 2009-2010 to answer
specific questions about re-engineering library spaces and replacing library
furnishings. A large portable whiteboard
asking what would help enhance the library space for their needs was
used to gather ideas from users about what should be put into the large area
freed up by the removal of the current journal display shelves. The whiteboard
voting was used over a period of three weeks. Ballot voting and cellphone text
voting were both used to gather data on preferred choices for furniture
selection. Three sample chairs were brought into the library, allowing users
the opportunity to try out the different styles and cast their vote for their
top choice. Ballot voting was open for three weeks and text voting for three
months.
Student
Advisory Council
The MSL
Student Advisory Council served as a sounding board for establishing priorities
and finalizing space redesign decisions based on the information gathered
through the various feedback channels described above. This 12-person council
was comprised of student leaders from each of the primary colleges served by
MSL (College of Veterinary Medicine and Biomedical Sciences, Texas A&M
Health Science Center, College of Agriculture and Life Sciences) and includes
undergraduate, graduate, and professional students. The council provided direct
input as members had first-hand experience with the role the library played in
the routine of the student. This input was gathered both for existing
situations and, more importantly, before an expense was incurred in making a
physical change. For larger or more expensive initiatives the Onsite Services
Librarian met with the Library Student Advisory Council to clarify intended
activities and to open channels of communication and opportunities for
customization before any expense was incurred.
Results
During
2009-2010 there were 34 user-initiated suggestions that pertained to the
library as a place, spanning 12 different space change areas. The top five
requested changes from this feedback method were: additional power outlets,
increased comfortable seating, more computers, relaxed food and drink policy,
and improved lighting. There were also five compliments about the general MSL
environment.
The MSL census, conducted in April
2010, provided feedback about the library as place from responses to survey
questions and from an open-ended comments opportunity provided on the form.
Although intended primarily as a demographic tool concerning library user
populations, the census comments produced the largest variety of space
improvement suggestions, and also helped underscore the importance of various
library services and environmental features which were reported in other
feedback channels. A total of 427 completed census forms were received. From
the responses, 247 comments were provided; 189 of those comments concerned the
library as a place and covered 14 different space change areas. The top five
requested changes were: more quiet study, more computers, more comfortable
seating, more study rooms/booths/carrels, and more power outlets. Class work or
class preparation was the most common reason users came to the library,
followed by computer use, and the use of group study rooms or carrels. Nearly
half of all respondents considered the library as a get-away and as a place for
relaxation.
A total of 714 users responded to the
2010 MSL LibQUAL+® survey. Of the 368 comments
received, 133 dealt with the library as a place, representing 12 different
space change areas. Of the library as place comments, 46% expressed compliments
and 54% expressed concerns. The top five requested changes were: more
comfortable seating, more quiet study, more group tables, more computers, and
more study rooms/booths/carrels.
The whiteboard was the most
productive channel for user feedback, producing 209 suggestions that were focused
on space, although most suggestions fell into only 8 different space change
areas. The top five suggested uses for the newly opened space were: study
rooms/booths/carrels, group tables, comfortable seating, computers, and a
large-screen TV. There were three requests for the return of the current
journal issues.
A total of 115 ballots were cast in
the chair voting, providing a clear preference for the study chair of choice.
During the next opportunity to test out new chairs a system of cellphone text voting
was used. Considering the general activity level of students and their
cellphones, the results were extremely surprising, with only seven votes cast.
The final prioritization of space change areas was
based on the cumulative totals for the change areas from all feedback channels,
presented in Figure 1.
Figure 1
Space change area totals
The following section describes six key priorities
that emerged from the feedback vehicles and how they were addressed.
Seating
Several forces prompted the decision
to purchase new study chairs. Besides the need to replace broken study chairs,
the Client Services Desk staff noted increasing complaints from students that
they could not find any seats in the library.
Comments from the MSL census and whiteboard feedback also addressed the
need for additional seating. Based on a strong consensus of choice, 50 new
fully adjustable student-selected chairs were purchased to increase or improve
the seating options. As a second phase of this project, following many 2010 LibQUAL+® comments requesting more of these chairs, an
additional 50 were purchased during the summer of 2010. The use of ballot
voting in the choice of chair showed MSL the importance and effectiveness of a
focused follow-up to survey feedback.
Rooms/Booths/Carrels
Additional study rooms have been
requested on every feedback channel employed by MSL over the past several years
(Applegate, 2009). Efforts have been underway to address this request. Past
efforts to increase group study rooms involved converting multiple small
photocopy rooms into group study rooms. Between 2009 and 2010 the decision to
renovate and re-engineer little-used or unused office and work spaces into
group study rooms resulted in a 50% net increase in study rooms at MSL.
Monitoring of feedback channels and efforts to craft creative solutions for
more group study rooms will continue. An architectural/interior design firm has
been contracted to develop plans for renovation of MSL first floor space, with
actual redesign work to be completed during 2012.
Study booths were a relatively new
request that came chiefly through the whiteboard feedback channel. This has
been forwarded to the architectural/interior design team so that these can be
incorporated into the redesign plan.
Carrel availability and functionality
have been improved through re-arranging the carrels to take better advantage of
power sources throughout MSL, and to be certain that they are located in spaces
that offer a quiet study atmosphere.
Group
Tables (Collaborative Areas)
Group study tables were one of the
highest requested uses through the whiteboard feedback channel for the recovered
current journal space. In addition, they were mentioned in MSL census and LibQUAL+® survey comments. There is an increasing
expectation for group projects across the curricula of all student users of
MSL. As a result, the need for areas of collaborative study continues to rise
(Adamson & Bunnett, 2002). MSL took a dual-track
approach to address this need. First, eight additional tables were placed in
the space opened up by the removal of current print journal shelves as had been
requested by users. Second, an underutilized computer lab was refitted with
furniture that allowed the computers and monitors to be stored below the
desktop, transforming the “computer” desks into tables for collaborative work
and study. These desks were also equipped with casters, allowing the tables to
be rearranged as needed.
Quiet
Study
One of the primary concerns that MSL
library users identified consistently as a priority in LibQUAL+®
surveys and through MSL census was quiet study space. When viewed in
conjunction with the increased emphasis on collaborative study areas discussed
above, quiet study space can seem almost in direct conflict. MSL is a two-storey
building which allows for some separation between the collaborative first floor
areas being developed and what has historically been considered a quiet study
second floor. Unfortunately, there is a large atrium opening to both floors
which, although very pleasing aesthetically, also very effectively moves sound
between the floors. MSL Client Services staff often received spoken and written
complaints about noise levels. A review of this situation by library leadership
concluded that the best approach to meet the need for quiet, while maintaining
collaborative spaces on the first floor, was to make an actual physical barrier
between the two spaces. This barrier also needed to blend with the open, airy
feeling which characterizes the library. With the Library Student Advisory
Council in agreement, a decision was made to install a glass wall around the
second floor study area that would provide a noise barrier between the atrium
and the second floor. Having MSL users enter through a glass door to reach the
“quiet study zone” has proved an effective reminder of the quiet study
expectations for that area. The addition of the walls also created a small
lounge area that made it possible for students to leave the quiet zone for
phone calls or discussions that might disturb the quiet study environment.
Computers
Improvements in this area were driven
by requests from the onsite suggestion box, postings on the whiteboard, and LibQUAL+® comments. Public computers were relocated to make
better use of power sources in columns throughout the library. As an added
benefit, the move of these computers also improved user access. The move placed
the computers closer to the single service point desk where staff would be more
available for user assistance. It also became much easier for users to see
where open seating could be found. Finally, the move to the new location
further away from large first floor windows eliminated a glare problem which
had made using some of the computers undesirable. Improvements in access to
power also resulted in an increased demand for laptops available for checkout.
Between 2009 and 2010 MSL increased the number of public computers (desktops
and laptops) by 25%. In that same time frame the circulation of laptops
increased by about 70%, and the higher usage of public laptops brought relief
to the need for additional computer access. Special efforts were also made to
publicize and promote the use of 40 additional public computer workstations in
the library’s computer lab. All of the above efforts resulted in an increase in
computer access, although this request continues to be received from users.
Power
LibQUAL+® survey comments, whiteboard
suggestions, and onsite suggestion box comments made clear the need for
increased power in the library. This simple request was one of the most
difficult and expensive for MSL to address since it would require significant
structural modifications to the building to add power outlets to the floor. In
an effort to contain the costs of this enhancement, an inventory was conducted
for all sources of power in public areas and a diagram was developed. Through
analysis of this diagram and building observations, solutions were developed to
make much better use of the columns in library public spaces and the power
source they provided. Tables with public computers were rearranged to take
advantage of outlets in nearby columns. This new arrangement freed up other
power outlets that could be used for visitors with personal computers. As a
temporary measure, several of the tables were equipped with power strips that
could be shared by multiple users. A more permanent improvement in power
availability was accomplished by retrofitting 23 study tables with pop-up power
outlets at both ends of the table tops. This solution also allowed MSL to
include an LED light bar as part of the retrofit package for the study tables.
This change addressed requests for improved task lighting that had been voiced
by users through online/onsite suggestions, MSL census, and LibQUAL+®
survey comments.
Discussion
There are
advantages and disadvantages to both user-initiated and library-initiated
approaches to feedback. User-initiated input has the benefit of identifying a
specific concern that the user has at a particular point in time; it also
offers the opportunity for immediate, personalized response from library staff.
Some of the challenges of relying on individual user-initiated input include
the possibility of misinterpretation of user comments due to variation in
language and differences in communication, the temptation to over-generalize to
the entire population, and difficulties in interpreting and analyzing free-text
suggestions consistently. Library-initiated input usually has the advantages of
being more carefully planned, consistent, and based on a controlled vocabulary.
This greater consistency improves data analysis, interpretation, and
longitudinal trend analysis. The use of standard survey tools such as LibQUAL+® also offers the opportunity for benchmarking
against peer libraries. However, survey fatigue is a potential problem, as well
as the challenge of finding a survey length that encourages participation and
also results in significant amounts of valid data.
Limitations of Each Feedback Channel
The establishment of a broad
complement of feedback channels for user input concerning the redesign of
library spaces contained challenges and limitations inherent in each individual
channel. Online/onsite suggestions, while providing specific concerns or
requests, produced far too little input to be used as the sole feedback
approach. The MSL census, although one of the most productive channels for
library space comments, was only a snapshot from users on one particular day. LibQUAL+® offered the most statistically valid approach to
gathering feedback, producing the third highest output of space comments and
variety of space change requests. The whiteboard and ballot voting, while very
productive and effective, were too focused on a particular space change or
limited to a particular library space to supply ideas for changes to all
library spaces. Cellphone text voting did not produce enough responses to be
useful.
Table 2
Space Changes
Requested by Feedback Channels
|
Online/ OnSite Suggestions |
Census |
LibQual+® |
Whiteboard |
Ballot
Voting |
Text Voting |
Totals |
More Ergonomic Seating |
4 |
14 |
30 |
22 |
115 |
7 |
192 |
More Group Study Spaces |
2 |
12 |
9 |
73 |
0 |
0 |
96 |
General Environment |
5 |
53 |
30 |
0 |
0 |
0 |
88 |
More Group Study Tables |
1 |
7 |
14 |
49 |
0 |
0 |
71 |
Less Noise in Quiet Study |
1 |
47 |
19 |
0 |
0 |
0 |
67 |
More Computers |
4 |
17 |
10 |
22 |
0 |
0 |
53 |
More Power Outlets |
6 |
10 |
2 |
16 |
0 |
0 |
34 |
Large Screen TV |
0 |
0 |
0 |
20 |
0 |
0 |
20 |
Longer Hours |
2 |
6 |
4 |
0 |
0 |
0 |
12 |
Relaxed Food/Drink Policies |
4 |
4 |
4 |
0 |
0 |
0 |
12 |
Improved Task Lighting |
3 |
6 |
2 |
0 |
0 |
0 |
11 |
More Parking |
0 |
3 |
7 |
0 |
0 |
0 |
10 |
User Control of Climate |
1 |
5 |
0 |
0 |
0 |
0 |
6 |
More Rolling Whiteboards |
1 |
0 |
0 |
4 |
0 |
0 |
5 |
More Specialized Equipment |
0 |
2 |
2 |
0 |
0 |
0 |
4 |
Return Current Journals Area |
0 |
0 |
0 |
3 |
0 |
0 |
3 |
Cleaner Bathrooms |
0 |
3 |
0 |
0 |
0 |
0 |
3 |
Totals |
34 |
189 |
133 |
209 |
115 |
7 |
687 |
Use of Multiple Feedback Channels
One objective of this project was to evaluate the use
of multiple, broad-based feedback channels and whether it enhanced the feedback
gained concerning changes in the library spaces. Table 1 presents the
cumulative amount of feedback received through each feedback channel and the
length of time each feedback channel was available. All the library-initiated
feedback channels produced many times more comments than the user-initiated
suggestions. Clearly, MSL needed additional feedback channels beyond the online
and onsite suggestion box. Figure 1 presents a composite of all space-related
suggestion areas received. The total number of comments for each space change
request area listed in Table 2 was compared to the total number of
space-related comments, resulting in relative percentages for each space change
area.
The question of the impact multiple feedback channels
had on determining priorities seems best answered by a comparison of what would
have been done if feedback came from only a single source, as well as what
would not have been done, without the additional information from other
feedback channels.
If only the user-initiated feedback channels had been used, the priorities
addressed would have been seating, computers, power, lighting, and food/drink
policy. Several of the top priorities from the census, LibQUAL+®
survey, and whiteboard feedback channels would not have been addressed. The
areas of study rooms/booths/carrels, group tables, and quiet study would all
have been missed. The library census identified four of the top priorities that
were actually addressed. But the important area of group tables for
collaborative work would have been missed. The LibQUAL+®
survey, taken as an individual source for changes in the library as place, was
the most effective single route, but it would not have identified the request
for added power outlets, which was included in three of the other feedback
channels, as a priority. Additionally, to truly add a higher level of
specificity for the LibQUAL+® user comments, future
initiatives should include a categorization employed
with comment analysis. The whiteboard, although focused on a specific
area within the library, identified four of the top priorities addressed. The
quiet study area was not mentioned, which was understandable, since this
feedback channel focused on a first floor area of the library which is
designated for collaborative space.
A review
of all feedback channels clearly indicated the need for library-initiated
methods to supplement the relatively sparse suggestions provided by the
user-initiated feedback channels. If any single library-initiated feedback
channel had been used, from one to several important suggestions would have
been missed. The use of multiple feedback channels uncovered several important
priorities that were not strongly represented by any single feedback channel.
While the LibQUAL+® survey turned in a solid
performance as a feedback channel for space redesign, the use of focused and
follow-up feedback mechanisms (ballot voting, Student Advisory Council) also
proved very effective.
Conclusions
MSL accomplished the objective of
this project, to use composite data from multiple user feedback channels in
prioritizing space redesign. Analysis of the feedback clearly indicated that
the LibQUAL+® survey and MSL census are rich sources
for user comments on the library as a place. This has led to a commitment to a
regular schedule for the LibQUAL+® survey and more
frequent MSL censuses. A review of the volume of suggestions received through
the online and onsite suggestion avenues indicated the need for additional
feedback channels. Interpretation of feedback provided through all channels
suggested the value of focused follow-up feedback techniques as appropriate.
Efforts to determine priorities for the numerous space change requests received
resulted in the opinion that multiple feedback channels were very useful. The
authors intend to continue research into the published evidence to validate
this reported MSL experience. MSL will monitor the online/onsite suggestion box
and the 2012 LibQUAL+® survey to assess how users
respond to the changes mentioned in this paper, will continue to solicit
feedback from library users, and will carefully consider it in charting an
evidence based course for library redesign.
Acknowledgements
Michael Maciel,
Data Analyst for the Texas A&M University
Libraries, is to be recognized for his contribution to the LibQUAL+®
survey portion of this paper. His experience with the compilation and
interpretation of the data results saved tremendous energies and provide added
clarity to the process.
References
Adamson, M. C., & Bunnett,
B. P. (2002). Planning
library spaces to encourage collaboration. Journal of the Medical Library Association, 90(4),
437-441. Retrieved 6 Feb. 2012 from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC128960/
Antell, K., & Engel, D. (2006). Conduciveness to scholarship: The
essence of academic library as place. College & Research Libraries, 67(6),
536-560. Retrieved 6 Feb. 2012 from http://crl.acrl.org/content/67/6/536.full.pdf+html
Applegate, R. (2009). The library is
for studying: Student preferences for study space. Journal of Academic
Librarianship, 35(4), 341-346. doi:10.1016/j.acalib.2009.04.004
Association of Research Libraries. Statistics and
Assessment Program (2010). LibQUAL+®:
Charting library service quality. Retrieved 6 Feb.2012 from http://www.libqual.org/home
Bennett, S.
(2003). Libraries designed for learning. Washington, D.C.: Council on
Library and Information Resources. Retrieved 6 Feb. 2012 from http://www.clir.org/pubs/reports/pub122/pub122web.pdf
Cataldo, T. T.,
Freund, L., Ochoa, M. N., & Salcedo, M. (2007). The info
commons concept: Assessing user needs. Public Services Quarterly, 2(4),
23-46. doi:10.1300/J295v02n04_02
Connor, E. (2008). Library space planning. In M. S. Wood
(Ed.), Introduction to health sciences librarianship (pp. 369-393).
Binghamton: Routledge.
Council on
Library and Information Resources (2005). Library as place: Rethinking
roles, rethinking space. Washington, DC: CLIR. Retrieved 6 Feb. 2012 from http://www.clir.org/pubs/reports/pub129/pub129.pdf
Dotson, D. S., & Garris, J. B. (2008). Counting more
than the gate: Developing building use statistics to create better facilities
for today’s academic library users. Library Philosophy &
Practice, 10(2), 1-13. Retrieved 6 Feb. 2012 from http://www.webpages.uidaho.edu/~mbolin/dotson-garris.pdf
Giesecke, J. (Ed.) (1998). Scenario
planning for libraries. Chicago: American Library
Association.
Hiller, S. (2001). Assessing user needs, satisfaction,
and library performance at the University of Washington Libraries. Library
Trends, 49(4), 605-625. Retrieved 6 February 2012 from http://www.ideals.illinois.edu/bitstream/handle/2142/8375/librarytrendsv49i4e_opt.pdf?sequence=1
Hobbs, K., & Klare,
D. (2010). User
driven design: Using ethnographic techniques to plan student study space. Technical
Services Quarterly, 27(4), 347-363. doi:10.1080/07317131003766009
Ludwig, L. (2010). Health
sciences libraries building survey, 1999-2009. Journal of the Medical
Library Association, 98(2), 105-134. doi:10.3163/1536-5050.98.2.004
Ludwig, L., & Starr, S. (2005).
Library as place: Results of a Delphi study. Journal of the Medical Library
Association, 93(3), 315-326. Retrieved 6 Feb. 2012 from
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1175798/
Moffat, C., &
Anderson, G. (2009). Library design: Giving the students what they want. InCite, 30(9), 28-29.
Stewart, C.
(2010). The academic library building in the digital age: A study of
construction, planning, and design of new library space. Chicago:
Association of College and Research Libraries.
Vaska, M., Chan,
R., & Powelson, S. (2009). Results of a user
survey to determine needs for a health sciences library renovation. New
Review of Academic Librarianship, 15(2), 219-234. doi:10.1080/13614530903240635
Waxman, L.,
Clemons, S., Banning, J., & McKelfresh, D.
(2007). The library as place: Providing students with opportunities for
socialization, relaxation, and restoration. New Library World, 108(9/10),
424-434. doi:10.1108/03074800710823953
Walton, G.
(2006). Learners’ demands and expectations for space in a university library:
Outcomes from a survey at Loughborough University. New Review of Academic
Librarianship, 12(2), 133-149. doi:10.1080/13614530701330430